Thesis submission ID 875 | created
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Saoirse Kennedy, A mixed methods approach to developing harmonic awareness: the pedagogy of learning and performing chord progressions in post primary education
Volumes, pp.: 1 (108pp.)
Supervisor(s): Michael Murphy
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Key terms, concepts: piano playing teaching methods, popular music, pedagogy
Abstract:
This thesis explores alternative methods of teaching popular piano music to a range of mixed ability participants without the use of notation. The main objective of this study is to illustrate the benefits of learning chord progressions and the quantity of material that can be acquired over a six week period. The role of the educator and implications for further development of this pedagogy will also be examined throughout.
Participants were chosen from a secondary school setting and taught how to read and understand chords in groups of three. Popular repertoire was selected throughout the research and students were given a range of songs to choose from each lesson. The most commonly used chords were taught through demonstration, active listening, modelling and informal practice with other participants.
Relevant music knowledge and ability was assessed before and after the lessons had taken place in order to display the findings. This research aims to illustrate that the combination of popular music and the chord approach in an informal learning environment can allow students to flourish musically, with particular attention to performance and harmonic awareness.
Saoirse Kennedy, A mixed methods approach to developing harmonic awareness: the pedagogy of learning and performing chord progressions in post primary education
MA, Mary Immaculate College, University of Limerick, 2015
Volumes, pp.: 1 (108pp.)
Supervisor(s): Michael Murphy
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Key terms, concepts: piano playing teaching methods, popular music, pedagogy
Abstract:
This thesis explores alternative methods of teaching popular piano music to a range of mixed ability participants without the use of notation. The main objective of this study is to illustrate the benefits of learning chord progressions and the quantity of material that can be acquired over a six week period. The role of the educator and implications for further development of this pedagogy will also be examined throughout.
Participants were chosen from a secondary school setting and taught how to read and understand chords in groups of three. Popular repertoire was selected throughout the research and students were given a range of songs to choose from each lesson. The most commonly used chords were taught through demonstration, active listening, modelling and informal practice with other participants.
Relevant music knowledge and ability was assessed before and after the lessons had taken place in order to display the findings. This research aims to illustrate that the combination of popular music and the chord approach in an informal learning environment can allow students to flourish musically, with particular attention to performance and harmonic awareness.
Thesis submission ID 875